Dr. Jinxin Zhu

Position

Research Assistant Professor 

 

Academic Qualifications     

Bachelor of Science in Mathematics and Applied Mathematics

PhD in Educational and Psychological Measurement 

 

Academic & Professional Experience

11/2020 – Present, Research Assistant Professor, Hong Kong Baptist University, HKSAR

07/2022-08/2022: Visiting Scholar, Peking University, China

06/2019-11/2020: Manager – Assessment Technology & Research, Hong Kong Examinations and Assessment Authority, HKSAR

11/2015-06/2019: Post-doctoral Fellow, The Education University of Hong Kong.

08/2008-02/2012: Teacher of Mathematics, Fuyong Secondary School, Shenzhen, China 

  

Research Interests

  • Digital Assessment and Learning
  • Educational and Psychological Measurement 
  • Education Psychology
  • Data Analytics in Education
  • STEM Education
  • Self-regulated Learning 
  • Civic Education

 

Awards

  • Outstanding Paper Award at The 13th Cross-Strait Conference on Educational and Psychological & Chinese Association of Psychological Testing Annual Conference, 10/2018; for the paper on Measuring parent-teacher communication across 18 societies in Programme for International Student Assessment (PISA) 2015  
  • Best Paper Award, by Taiwan Education Research Association & Pacific Rim Objective Measurement Society 2013, 08/2013; for the paper on Predicting mathematics performance at the end of key stages III: a longitudinal study of Hong Kong students  

 

Research Project

  • Investigating the Facilitators and Barriers of Mathematics Teachers’ Assessment Literacy in the Digital Era: Instrument Development and Validation (GRF, Principal Investigator, HK$ 856,852, 11/2022-11/2025)
  • Using ‘Big Data’ to support school improvement: insights from international large-scale assessment data sets (Start-up Grant, Principal Investigator, HK$ 100,000, 11/2020-11/2023) 

 

Selected Publications

Refereed Journal Articles

  • Zhu, J., & Li, S. C. (2022). The non-linear relationships between ICT use and academic achievement of secondary students in Hong Kong. Computers & Education. (Impact Factor 11.182, Q1, ranks 2nd in Education & Educational Research; JCR)

  • Chen, C.-W., Andersson, B., & Zhu, J. (2022). A factor mixture model for item responses and
    certainty of response indices to identify student knowledge profiles. Journal of Educational Measurement. (    Impact Factor 1.188, Q3; JCR)

  • Xu, S. Q., Zhu, J., & Smith, S. (2022). Primary school students’ perceptions of class environment and their attitudes toward inclusive education in China. International Journal of Disability, Development and Education. (Impact Factor 1.300, Q3; JCR)

  • Ieong, L., Wong K. L., Li, H., Chen, C.-C., Zhu, J. (2022) University students’ perceptions of ‘good citizens’ in Greater China: a comparative study of Taiwan, Hong Kong, Macau, and Mainland China. Compare: A Journal of Comparative and International Education. (Impact Factor 1.879, Q2; JCR)

  • Chen, Y., Chiu, S. W. K., Zhu, J., & So, W. W. M. (2022). Maintaining secondary school students’ STEM career aspirations: the role of perceived parental expectations, self-efficacy, and cultural capital. International Journal of Science Education 44(3), 434-462. (Impact Factor 2.518, Q1; JCR)

  • Xu, S. Q., Zhu, J., Xie, Z., & Li, X. (2022). The psychometric properties of the Chinese version of the attitude survey inclusive education ‑ parents. BMC Psychology, 10(1), 1–8. (Impact Factor 2.588, Q1; SJR)

  • Zhu, J. & Chiu, M. M. (2021). Gender- and Age-Bias in CES-D when Measuring Depression in China: A Rasch Analysis. Current Psychology. (Impact Factor 4.297; JCR)

  • Zhu, J. & Mok, M. M. C. (2020). Predictors of students’ participation in internet or computer tutoring for additional instruction and its effect on academic achievement. Journal of Computer Assisted Learning. (Impact Factor 3.862; JCR)
  • Zhu, J. & Chiu, M. M. (2020). Immigrant family students in Denmark: Why are they disadvantaged in civic learning? Educational Psychology: An International Journal of Experimental Psychology, 40(2), 207–226. doi:10.1080/01443410.2019.1657560. (Impact Factor 2.903; JCR)
  • Kuang, X., Zhu, J., & Kennedy, K. J. (2020). Editorial: Civic learning for alienated, disaffected and disadvantaged students: measurement, theory and practice. Educational Psychology, 40(2), 141–145. doi:10.1080/01443410.2020.1710395. (Impact Factor 2.903; JCR)
  • Zhu, J. & Chiu, M. M. (2019). Early home numeracy activities and later mathematics achievement: early numeracy, interest, and self-efficacy as mediators. Educational Studies in Mathematics, 102(2), 173-191. doi: 1007/s10649-019-09906-6. (Impact Factor 1.292; JCR)
  • Zhu, J., Kennedy, K. J., Mok, M. M. C., & Halse, C. M. (2019). Chinese immigrant students in Hong Kong: Exploring performance and influences of their civic learning. PsyCH Journal 8(4), 465-476. doi:10.1002/pchj.260. (Impact Factor 1.216; JCR)
  • Kuang, X., Mok, M. M. C., Chiu, M. M., & Zhu, J.✉(2019). Sense of school belonging: psychometric properties and differences across gender, grade and East Asian societies. PsyCH Journal 8(4), 449-464. doi:1002/pchj.275. (Impact Factor 1.216; JCR)
  • Mok, M. M. C. & Zhu, J. (2019). Achievement in mathematics and Chinese language: a growth curve analysis. Psychological Testing 66(3), 285-319. (ISSN:1609-4905)
  • Zhu, J. & Mok, M. M. C. (2018). Predicting primary students’ self-regulated learning by their interest, personal best goal orientation, prior achievement and Educational Psychology: An International Journal of Experimental Psychology, 38(9), 1106-1128. doi:10.1080/01443410.2018.1497775. (Impact Factor 2.903; JCR)
  • Zhu, J., Kuang, X., Kennedy, K. J., & Mok, M. M. C. (2018). Previous civic experience and Asian adolescents’ intention of participating in legal protest: Mediating role of interest and self-efficacy. Asia Pacific Journal of Education, 38(3), 414-431. doi:10.1080/02188791.2018.1493980. (Impact Factor 0.696; JCR)
  • Chen, H.-F. & Zhu, J. (2017). Optimal items for assessing parental involvement across different groups during middle childhood. Journal of Child and Family Studies, 26(11), 2999-3012. doi:10.1007/s10826-017-0809-2. (Impact Factor 1.588; JCR)
  • Mok, M. M. C., Zhu, J., & C. L. K. Law (2017). Cross-lagged cross-subject bidirectional predictions among achievements in mathematics, English language and Chinese language of school children. Educational Psychology: An International Journal of Experimental Psychology, 37(10), 1259-1280. doi:10.1080/01443410.2017.1334875. (Impact Factor 2.903; JCR)
  • Mok, M. M. C., McInerney, D. M., Zhu, J., & Or, A. (2015). Growth trajectories of mathematics achievement: Longitudinal tracking of student academic progress. British Journal of Educational Psychology, 85(2), 154-171. doi:10.1111/bjep.12060 (Impact Factor 2.057; JCR)
  • Mok, M. M. C. & Zhu, J. (2014). Editorial: Quality education for all: family literacy and self-regulated learning. In M. M. C. Mok & J. Zhu (Eds.), Special Issue: Quality education for all: Family literacy and self-regulated learning, Asia Pacific Journal of Educational Development, 3(2), i-iii. (ISSN: 2304-4624)
  • Mok, M. M. C. & Zhu, J. (2014). Cluster analysis of attitudes towards feedback and their mathematics achievement: a study of Hong Kong primary students. Asia Pacific Journal of Educational Development, 3(2), 1-13. (ISSN: 2304-4624)
  • Mok, M. M. C., Zhu, J., McInerney, D. M., & Or, A. (2014). Growth in mathematics cognitive and content domains: A 6-year longitudinal study. Assessment and Learning, 3, 129-159. (ISSN:2305-7114)
  • Zhu, J. & Mok, M. M. C. (2012). Effect of academic goal orientation, goal setting and planning on academic achievement of secondary students in Hong Kong. Assessment and Learning,1,11-30. (ISSN:2305-7114)
  • Zhu J., Zhang S., & Xin T. (2009). A model of cognitively diagnostic base on Q matrix: classifying model of the probability of attributes’ mastery. Journal of Beijing Normal University (Natural Science Edition), 45(2), 117-122. (ISSN:0476-0301)
 

Books / Chapters

  • Kuang, X., Zhu, J., & Kennedy, K. J. (Eds.). (2021). Civic learning for alienated, disaffected and disadvantaged students: barriers, issues and lessons. Routledge. (The chapters in this book were originally published as a special issue of Educational Psychology)
  • Yang L., Zhu, J., & Chen, J. (2020). Using Rasch measurement model to examine the psychometric properties of Teacher Emotion Inventory (TEI) among special education teachers: an exploratory study. In J. Chen & R. B. King (Eds.), Emotions in learning, teaching, and leadership: Asian perspectives. Newyork: Routledge
  • Mok, M. M. C., Kennedy, K. J., & Zhu, J. (2013). Adolescents’ civic engagement: a cross culture study of five Asian societies. In G. A. D. Liem & A. B. I. Bernardo (Eds.), Advancing Cross-Cultural Perspectives on Educational Psychology: A Festschrift for Dennis McInerney (pp. 169–192). Charlotte: Information Age Publishing Inc. (ISBN: 1623963869)
 

Selected Conference Paper/Presentation

  • Zhu, J. (2021, December). The role of schools in promoting students’ global competence. The Hong Kong Educational Research Association – The Asia Pacific Educational Research Association (HKERA- APERA) International Conference 2021, December, 9-11, 2021, The Chinese University of Hong Kong, Hong Kong. 

  • Zhu, J. (2021, September). Knowledge tree based automatic item generation: An application to assess student ability in understanding and interpreting bar charts. The 25th Global Chinese Conference on Computers in Education (GCCCE 2021), September, 11-15, 2021, The Education University of Hong Kong, Hong Kong.

  • Zhu, J. (2021, July). An instrument to measure teachers’ perceived skill in classroom assessment in the Chinese context. World Education Research Association 2021 Virtual Focal Meeting, July, 7-9, 2021, Santiago De Compostela, Galicia, Spain.

  • Wong, K. L., Ieong, L., & Zhu, J. (2021, July). A comparative study of “good citizens”: Perceptions of university students in the Greater China. The 15th Asia-Pacific Network for Moral Education Annual Conference, July, 9-11, 2021, Hong Kong.

  • Zhu, J. & Li, S. (2021, April). ICT use and students’ academic performance: evidence from PISA 2018 in Hong Kong. The 8th Global Social Sciences Graduate Student e-Conference Vision and Challenges: Sharing an Equal and Sustainable Society, April 22, 2021, Hong Kong.

  • Zhu, J. (2021, April). Understanding students’ misconceptions in combining like terms. American Educational Research Association 2021 Virtual Annual Meeting, April, 8-12, 2021, USA.

  • Zhu, J. (2021, January). Using ‘Big Data’ to support school improvement: insights from international large-scale assessment data sets. Research Seminar of Department of Education Studies, Hong Kong Baptist University, January 07, 2021, Hong Kong   

  • Sun, C. R., Cheung, H. P. R., Ng, M.L., & Zhu, J. (2019, July). Kindergarten Teacher’s Beliefs about Chinese Early Literacy Instruction. Paper Presented in The 20th Pacific Early Childhood Education Research Association International Conference. Taipei.
  • Zhu, J. (2018, October). Measuring parent-teacher communication across 18 societies in Programme for International Student Assessment (PISA) 2015. The 13th Cross-Strait Conference on Educational and Psychological & Chinese Association of Psychological Testing Annual Conference, October 19-21, 2018, National Taichung University of Education, Taiwan. (Outstanding Paper Award [Lun Wen Jia Zuo Jiang])
  • Zhu, J. (2018, October). Parent-teacher communication and students’ academic achievement: findings from 18 societies in Programme for International Student Assessment (PISA). The 13th Cross-Strait Conference on Educational and Psychological & Chinese Association of Psychological Testing Annual Conference, October 19-21, 2018, National Taichung University of Education, Taiwan.
  • Mok, M. M. C., Kuo, B.-C., Pai, K.-C., Zhu, J., Lam, S. M., Tao, K. Y., & Choi, T. W. (2018, October). Automated scoring of Chinese compositions. Paper presented at The 13th Cross-Strait Conference on Educational and Psychological Testing Chinese Association of Psychological Testing Annual Conference (CSEPT 2018), Sun Moon Lake Teachers’ Hostel‎, Taichung, Taiwan.
  • Zhu, J. (2018, June). The use of the Center for Epidemiologic Studies Depression (CES-D) Scale in the Chinese population: a Rasch analysis.The 2018 International Congress of Applied Psychology (ICAP 2018), Palais des congrès, Montréal, Québec, Canada, June 26-30, 2018.
  • Zhu, J., & Mok, M. M. C. (2017, December). Chinese students’ participation in computer tutoring for additional instruction and its effect on academic achievement.WERA Focal Meeting & HKERA International Conference, November 30 – December 2, 2017, The Education University of Hong Kong, Hong Kong.
  • Mok, M. C. M., Zhu, J., & Kuo, B.-C. (2017, November). Predictors of test anxiety for students in Asia countries: Results from PISA2015. Paper presented at the WERA Focal Meeting & HKERA International Conference 2017 (WERA-HKERA 2017): Innovation, Reform and Education Change in a Contemporary World, The Education University of Hong Kong, Hong Kong, China.
  • Zhu, J., Mok, M. M. C., Kuo, B.-C., Pai, K.-C., Lam, S. M., Tao, K. Y., & Kwok, K. W. (2016, November). Use of punctuation marks in Chinese compositions of Cantonese-speaking students. Asia-Pacific Educational Research Association-Taiwan Education Research Association 2016 (APERA-TERA2016), Kaohsiung Taiwan.
  • Mok, M. M. C., Zhu, J., & Law, C. L. K. (2016, November). Academic growth trajectories of high and low achievers: Similarities and differences. Paper presented at the Asia-Pacific Educational Research Association-Taiwan Education Research Association 2016 (APERA-TERA 2016): Towards a Future Utopia: 21st Century Educational Revolution, National Sun Yat-sen University, Kaohisung, Taiwan.
  • Zhu, J., Mok, M. C. M. (2016, July). Reciprocal relationship between self-regulated learning and mathematics achievement: a multilevel cross-lagged path analysis. 31st International Congress of Psychology (ICP2016), Yokohama, Japan
  • Mok, M. M. C., Zhu, J., & Law, C. L. K. (2016, July). Growth trajectories of achievement in mathematics, Chinese language and English language: Longitudinal tracking of student academic progress. 31st International Congress of Psychology, Yokohama, Japan.
  • Zhu, J. (2016, June). The role of parental responsiveness and parental demandingness in children’s learning. Canada International Conference on Education (CICE)-2016, Toronto Canada
  • Mok, M. M. C., Zhu, J., & Law, C. L. K. (2016, June). Understanding growth in mathematics from student- and school-levels using two-level linear latent growth modelling. Canada International Conference on Education (CICE)-2016, Toronto Canada.
  • Mok, M. M. C., Law, C., & Zhu, J. (2015, November). Longitudinal cross-lagged analysis of reciprocal effects among achievements in mathematics, Chinese language, and English language. Paper presented at the Year 103 Mathematics Education Thematic Research Project Achievements Seminar, Taichung, Taiwan.
  • Mok, M. C. M., Law, C., Or, A., Zhu, J., & Xu, J. (2015, July). Interplay of achievements in mathematics and Chinese language: A six-year longitudinal study. Paper presented at the 2015 International Meeting of the Psychometric Society (IMPS), Beijing Normal University, Beijing, China.
  • Zhu, J., & Mok, M. M. C. (2015, February). Hong Kong primary student’s perceived usefulness of feedback and perceived frequency of feedback. 2015 International Conference on Education, Psychology and Society, Tokyo, Japan
  • Zhu, J., & Mok, M. M. C. (2014, November). Teachers’ extra-role behaviors: teacher and principal perception. Asia Pacific Educational Research Association (APERA) 2014 Conference, Hong Kong.
  • Mok, M. M. C., & Zhu, J. (2014, November). Student, teacher, and principal perception on school governance. Paper presented at the Asia Pacific Educational Research Association (APERA) & the Hong Kong Educational Research Association (HKERA) International Conference, The Hong Kong Institute of Education, Hong Kong, China.
  • Zhu, J. (2014, September). Parenting practices of Chinese parent and Chinese children’s self-regulated learning and academic achievement. Paper presented at NIE Graduate Student Day, National Institute of Education (NIE), Singapore.
  • Zhu, & Mok, M. M. C. (2014, February). Feedback and self-regulated learning as predictors of primary students’ mathematics achievement: a study in the context of Hong Kong primary schools. The 28th International Self-directed Learning Symposium, Florida, USA.
  • Zhu, J., Mok, M. M. C., Yao, J., & Or, A.C.M. (2013, August). Predicting mathematics performance at the end of key stages III: a longitudinal study of Hong Kong students. The 2013 Taiwan Education Research Association & Pacific Rim Objective Measurement Symposium (TERA-PROMS 2013) Conference, National Sun Yat-Sen University, Kaohsiung, Taiwan. (Best Paper Award)
  • Zhu, J., Mok, M. M. C., Yao, J., & Wong, M. Y. W. (2013, July). A cluster analysis of the patterns of Hong Kong primary students’ attitude towards feedback and their mathematics achievement. The 10th East Asian Social Policy (EASP2013) International Annual Conference: Managing Rapid Social Change and Growing Diversity: Social Policy Responses and Changing Governance in East Asia, Beijing Normal University, Beijing, China.
  • Zhu, J., Kuang, X., Kennedy, K. J., & Mok, M. M. C. (2013, June). Predictors of Asian adolescents’ expected future legal protest participation: a multidimensional Rasch modelling and path analysis. IEA International Research Conference, 26-28 June, NIE, Singapore.
  • Zhu, J. & Mok, M. M. C. (2012, September). Effect of academic aims, goal setting and planning on academic achievement of secondary students in Hong Kong. The 10th Cross Strait Conference of Psychological and Educational Testing Conference, Jiangxi Normal University, Nanchang China.